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Assessing learner needs for student academic support and development in the Early Childhood Education Department of the South African College for Teacher Education (SACTE)

Phatudi, Nkidi Caroline (2001-03)

Thesis (MPhil)--University of Stellenbosch, 2001.

Thesis

ENGLISH ABSTRACT: SACTE is a distance education provider for practising educators in the
Republic of South Africa. As a distance education provider, SACTE has to rely
on teaching and learning media other than the tutor for providing service to its
students. Study manuals are the main means of subject delivery the college
employs. The college, however, cannot always reach its students through the
media used, which in this instance is the study manual. This conclusion was
reached after numerous telephone calls and letters from students requiring
urgent assistance in connection with their studies. The researcher therefore
felt that a need existed to find out the type of problems students encountered
that prevented them from optimal performance as students and as teachers.
The purpose of this study was to determine learner needs in the department
of Early Childhood Education, and how they can be dealt with to improve the
academic performance and the classroom practice of its students. The
premise the researcher worked from, was that students of SACTE experience
learning problems, thus they are unable to attain good academic
performance, and this affects their classroom practice.
A research survey was carried out to determine the type and the nature of
problems that existed amongst the students. Two questionnaires were sent
out to the ECE students and the academic staff. The following key questions
were posed in the questionnaire for students:
• What type of educational background do students have?
• How long have students been registered with SACTE?
• To what extent do they benefit from a tutor system if they have access to
it?
• To what extent are the study manuals 'accessible' to them? • If study manuals are not accessible, what are the problems and what
suggestions do students have to eradicate those problems?
• What type of intervention would they like to have from SACTE?
The aim in asking these questions was to probe the root problem which might
exist, to analyse the responses and to make appropriate conclusions and
recommendations based on the data gathered.
The questionnaire for the ECE academic staff was based on the following
aspects:
• The academic staffs experience in teaching teachers;
• The academic staff's experience in distance education;
• What the academic staff regard as problems inhibiting students from
effective learning;
• Suggestions and recommendations on how to deal with the problems
identified.
The questionnaire for students was sent out by mail with a self-addressed
envelope included for the return mail. It took almost two months before the
responses reached the sender. Almost 70% of the responses reached the
sender.
Data analysis was done by the Statkon Service of Rand Afrikaans University.
The conclusions reached from the data analysis were divided into the
following categories:
Social background of students: Students do not have study rooms, thus
they use dining-rooms and bedrooms as study places. An average household
has more than ten members. This type of a situation does not promote
effective learning.
Educational background of students: Almost 90% of the respondents
studied in the former Department of Education and Training (DET). Their highest qualification is M+2 (matric plus two years of professional training),
which implies that 56,3% of teachers are not fully qualified to be teaching, as
the minimum requirement is M+3.
Experience of students at SACTE: Students expressed their desire for the
upgrading of the total learning environment in order to enhance learning and
classroom practice. Students wanted contact sessions with tutors as they felt
that they do not benefit much by studying on their own without external
assistance
Recommendations made on these conclusions were the following:
SACTE must establish Regional Learning Centers (RLC) to alleviate the
students' problem of studying in overcrowded homes. RLCs, besides being
places to study at, would also serve the purpose of being resource centres as
well as discussion places where study support groups can meet.
Study manuals should be written with the needs of the learner in mind. The
language of the study manual, examples given and the context in which they
are written, should reflect the learner and not the lecturer.
The 'distance' between the student and the lecturer, that is created by the
physical distance, can be narrowed by introducing interactive media.
Based on the survey findings, it can be concluded that there is a need to
establish student support measures at SACTE that would provide for students
by answering to their needs as learners and educators.